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RUNNING HEAD: INDIVIDUAL RESEARCH PAPER 1
Individual Research Paper “Malala Yousafzai's impact in the fight for equality in the education of women and children” Kayla Chubbs Renaissance College: UNB
RCLP 1112 Integrative Forum Christy Clarke and Nathan Thompson March 26th, 2014
Abstract
INDIVIDUAL RESEARCH PAPER 2 This paper is an in depth analysis of Malala Yousafzai and her impact in the fight for equality in education for women and children. This topic falls under the Renaissance College Learning Outcome of Effective Citizenship due to it’s ability to increase public awareness and knowledge on a present issue in today’s world on a global scale. Malala and her story is first introduced to provide the context of this paper, following with various researched stances on gender inequality in education and the benefits of women’s and girl’s education. The main purpose of this paper is to provide an insight to the issue of education inequality for girls, discuss Malala’s impact on this issue, and finally to propose researched recommended modifications in girls’ education as a solution for a brighter future for girls around the world.
“One child, one teacher, one pen and one book can change the world. Education is the only solution. Education First.” –Malala Yousafzai, United Nations Speech 2013 When the Taliban took control of the Swat Valley, Pakistan, one girl spoke out, refused to be silent, and fought for the right to an education. In 2012, at fifteen years old that girl was shot in the head while riding the bus home from school and miraculously survived. Malala Yousafzai spoke the following words in a speech for the United Nations and has become a global symbol of the peaceful protest for equal education for all
INDIVIDUAL RESEARCH PAPER 3 (Yousafzai, 2014). Malala Yousafzai's impact in the fight for equality in education for women and children is an important issue today because many girls and children still do not have access to education. Today gender inequality with regards to education is still present not only in Pakistan but other regions of the third world. Introducing the story of Malala, along with Malala the movement, discussing the issue of inequality in education around the world, educating on the benefits of girls and women’s education, and then investigating the impacts Malala has had, will give an insight on what we can do to aid in the fight for equality in education. Who Is Malala? Malala Yousafzai is a teenage girl who attended school in the Swat District of Pakistan. She is known for her activism for equal rights to education for girls and women, where the Taliban in Swat Valley had at times banned girls from attending school. In a society that praises sons, Malala was lucky to have parents who encouraged and ed her in going to school. In early 2009, at the age of 11–12, Yousafzai wrote a blog for the BBC detailing her life under Taliban rule, their attempts to take control of the valley, and her views on promoting education for girls. On the morning of Tuesday, Oct. 9, 2012, Malala boarded her school bus and to her surprise, a couple of armed men asked, “Who is Malala?”. When she stood, they shot her and her two friends, one bullet hitting the left side of Malala's forehead. In the days immediately following the attack, she remained unconscious and in critical condition, but later her condition improved enough to be sent to England for intensive rehabilitation. The Taliban reiterated its intent to kill Malala and her father (Yousafzai, 2014). The assassination attempt sparked a national and
INDIVIDUAL RESEARCH PAPER 4 international outpouring of for Malala. In the 29 April 2013 issue of Time magazine, she was featured on the magazine's front cover and as one of "The 100 Most Influential People in the World". She was the winner of Pakistan's first National Youth Peace Prize and was nominated for the 2013 Nobel Peace Prize (Yousafzai, 2014). Malala’s remarkable story of courage and her book I am Malala have created a movement that is much more than just the story of one girl. She has shown how one person’s voice can inspire change or movement in the world. She wrote a book hoping that her message would reach people around the world, so they would be able to realize how difficult it is for some children to get access to education. She wanted to not only tell her own story, but the story of 61 million children in the world that can’t receive an education (David, 2013). She wanted to be part of a campaign to give every boy and girl the right to go to school, and she has with The Malala Fund (The Malala Fund). Malala is the campaign movement. International politicians have jumped on the bandwagon to try to transform this campaign into a wider political issue. Secretary of State for the US, John Kerry, argued that he would continue her fight for women, in an article entitled Malala’s vital lesson for US foreign policy published in London’s Evening Standard on international women’s day (David, 2013). To celebrate Malala Day (July 12th, Malala’s birthday), the global community came together to highlight the leading role that youth can play in enabling all children to get an education. In of the UN SecretaryGeneral’s Global Education First Initiative, international youth leaders convened at the United Nations and in cities around the world in of reaching the goal of having all children, especially girls, in school and learning by 2015, through the Millennium Developmental Goals (Herz & Sperling, 2004).
INDIVIDUAL RESEARCH PAPER 5 Inequality in Education In our world, education is characterized by gender inequalities displayed by the fact that two thirds of those without access to education are women and girls. Sixty-five million girls never even start school, and an estimated one million do not complete primary education because their opportunities are not equal to that of boys. More than 542 million women are illiterate due to lack of schooling and discrimination (Herz & Sperling, 2004). Girls face many barriers in the third world when it comes to trying to obtain an education. One issue is that the economic input into girls’ education does not reap social and economic returns for the family whereas boys do. Some cultural and social beliefs prefer boys in society rather than girls and these practices prevent girls from achieving equal education opportunities. Factors that are affecting girls from obtaining an education are: unaffordable cost and lack of facilities, they are burnened by household tasks, social and cultural practices that discriminate against women such as forced marriage, and unequal employment opportunities for women after they receive an education (Aikman & Unterhalter, 2005). When able to enter school systems, girls face many gender stereotypes and disadvantages, which inhibit their self-confidence and cause them to struggle in school. If girls do not do well in school, their families are less likely to be inclined to make this investment, and therefore girls’ education can be caught in a vicious cycle. The low value attached to girls’ education encourages early marriage, and too often marriage is seen as a higher priority than education. Parents also fear the physical and sexual abuse that their daughters may face in the school systems. Schools are not girl friendly and they may suffer from intimidation, bullying, sexual harassment and in some cases even rape. Poorer
INDIVIDUAL RESEARCH PAPER 6 families also find it harder to send all their children to school, girls usually leave school because they are “needed at home” or “need to earn money”. Girls are more pressured by their families to do household chores, even more so than boys. According to Beyond Access girls in Nepal do 50% more chores than boys. There are also not enough government schools and when schools are further away, the population of girls attending decreases even more. Also shown in Beyond Access was that in Egypt when schools are more than 1.5km away the enrollment of girls drops dramatically, similarly this is also seen in Pakistan when schools are more than 1km away (Aikman & Unterhalter, 2005). Even when there are schools available, girls may not go during menstruation because there are not adequate washrooms available (maybe add more reasons why they cant go to school and what they do when they stay home ie: they don’t have sanitation wipes, and tend to do family work). There also lacks a presence of female teachers and role models and show favoritism to male students in many cases.
Benefits in Equal Education for Women and Girls There is considerable evidence that access to education can cause changes in cognitive ability, which is essential for women’s capacity to question, reflect on, and act on the conditions of their lives and importantly to gain access to knowledge, information, and new ideas that will help them to do so. Education increases the likelihood that women will look after their own well being along with that of their family. There are also other effects associated with education that suggest a change in power relationships within and outside the household, including how educated women are less likely to suffer from domestic violence (Kabeer, 2005). Investing in girls’ education delivers high returns
INDIVIDUAL RESEARCH PAPER 7 in children and maternal health, smaller sustainable families, empowerment of women, democracy, income growth and productivity (Herz& Sperling, 2004). Through the education of girls we can see improvements in income growth, family life, and empowerment. Economic growth is seen when girls obtain an education because they are able to achieve higher wages and increase productivity, which in turn aid in the national economic growth (Herz& Sperling, 2004). The UNICEF report in 2007 on the status of the world’s children displayed that gender equality in the education of women has a direct correlation with the improvement of the lives and prosperity of their children as well. Ensuring that boys and girls receive the same education is the best defense against gender discrimination and advancing in children’s rights. Girl’s education has a positive effect on families and communities. Girls with a more formal education are less likely to marry early and have children early and are therefore better informed on the nutrient requirements of themselves and their children. Their children are then more likely to lead healthier lives and obtain educations as well (UNICEF, 2006). Increased education for women empowers them not only in their families but in society as well. Reduced domestic violence, reduced genital mutilation, the fostering of democracy and the political participation of women are examples of this (Herz& Sperling, 2004).
Recommended Changes in Education Where women’s role in society is defined purely in reproductive , education is seen in of equipping girls to be better wives and mothers, or increasing their chances of getting a suitable husband. These are legitimate aspirations, given the realities of the society. However, they do little to equip girls and women to question the world
INDIVIDUAL RESEARCH PAPER 8 around them, and the subordinate status assigned to them (Kabeer, 2005). Policy changes that prove to be effective in increasing girls education according to What works in girls' education: Evidence and policies from the developing world are: 1) Making schools affordable, 2) Building local schools with community and flexible hours, 3) Making schools more girl-friendly, and 4) Focusing on the quality of education (Herz& Sperling, 2004). If schools and expenses do not burden parents they are more likely to send their girls to school, this can come from reducing school expenses directly or indirectly and also providing financial aid to families who wish to send their girls to school but cannot afford to. The schools must be close to communities and community involvement in order to increase girls’ attendance. In order to make schools more “girl friendly” there must be private washrooms for girls, encouragement for girls to achieve, abolishment of gender stereotypes, and female teachers present. Lastly the quality of education is important: there must be enough teachers and these teachers must have proper qualifications. The education provided must equip children with knowledge that is useful for their life and the future career choices available and supplies such as books must be provided. In order to achieve this there must be political will and leadership in the country, developed strategies, and good use of resources (Herz& Sperling, 2004). Education and gender equality are intertwined: not only is education a critical path to gender equality but gender equality and women’s empowerment is a critical pathway for girls’ education (Tembon& Fort, 2008). Lastly another important aspect in the education of women in Muslim cultures is that working alongside religious schools can play a useful role in broader developments
INDIVIDUAL RESEARCH PAPER 9 in Muslim society. In Girls’ Education in the 21st century 2008, by Trembon and Fort discus a study in Bangladesh that showed that modernizing madrassas and bridging the gap between religious and secular schools improved to be effective in the enrollment of female students. This was implemented by providing public grants to teacher salaries and offering incentives. All boy madrassas have effectively been converted to coeducation in this case. These madrassa also have embraced female teachers who are mostly graduates from secular schools. These madrassas today are playing a large role in closing the gender gap in primary and secondary school enrollment. This case in Bangladesh is a great example for other Muslim countries and populations to for how to deal with gender inequality. However, in order for this powerful policy to take place there must be assessments over all school spectrums whether it is private, religious or secular on the capabilities of their students with regards to numeracy and literacy (Tembon& Fort, 2008).
Malala’s Impact Malala has inspired the world to aid in the inequality in education especially that that is gender based. She is a role model and voice to young women who like her want an education. Malala is initiating a global response including the article “How should we respond to Malala?” that was written by the president of Bryn Mawr College -an all girls college. She discusses the role that educators can play in increasing the knowledge on education inequality. In higher education, as incubators of ideas and educators of students she suggests that we do the following: Educate young women to become key decision
INDIVIDUAL RESEARCH PAPER 1 0 makers, institutions that open their doors to women of third world nations, elementary schools and secondary schools in educating girls shaping them into leaders, and discuss issues of gender inequality and women’s advancement in the curriculum. She also suggests creating classrooms, in which faculty and students from different nations are able to develop a broad, cross-national perspective on these issues, rethinking assumptions through dialogue. She proposes the creation of internships and other forms of experiential learning that enable students to deepen their expertise and understanding issues faced by women in different cultures. Also to offer workshops and institutes for emerging women leaders around the world, this would enable the building of networks of like-minded institutions and organizations around the world, with which we can form partnerships for research and projects connected to women's advancement. Finally if we are able to speak strongly of women's advancement the issue will remain in the public consciousness. And by bring together all of these suggestions with thinkers and policy makers it would enable solutions to be created and implemented to aid in the problem of inequality in education (Dammen, 2012). Role of the United Nations Malala’s story and the uproar she has established in the issue of achieving education equality is reinforcing the United Nations’ call to have all children in school by 2015. This goal is one of eight Millennium Development Goals that were made by the United Nations Developmental Program (UNDP) in 1990; the goal is to achieve universal primary education. However among this list of goals is to: promote gender equality and empower women, reduce child mortality, improve maternal health, and combat HIV/AIDS, malaria, and other diseases. As displayed in benefits to equality in education
INDIVIDUAL RESEARCH PAPER 1 1 previously, all of these goals can become attainable if education equality is obtained universally first. Therefore one could say that the educational goal is detrimental to achieving the others and therefore of highest importance. However according to the United Nations Development Program there are still too many children denied their right to primary education, and if current trends continue the world will not meet the goal of universal primary education by 2015 (see Appendix for a chart detailing net enrolment rates in primary education, 2000 and 2011). In 2011, 57 million children of primary school age were out of school, down from 102 million in 2000. More than half of these out-of school children live in sub-Saharan Africa. Globally, 123 million youth aged 15 to 24 lack basic reading and writing skills; 61 per cent of which are young women (United Nations, 2013). Although the universal primary education goal will not be met by 2015, access to education has improved worldwide. However it is still concerning that an estimated 250 million children of primary school age lack basic reading, writing and numeracy skills, whether in school or not. To address the crisis of successful learning, a Learning Metrics Task Force, representing education stakeholders globally, is developing recommendations on learning standards, metrics and implementation practices to help countries and international organizations measure and improve learning outcomes for children and youth. The program which will be led by the United Nations Educational, Scientific, and Cultural Organization, along with the Brookings Institution (United Nations, 2013). The Millennium Developmental Goals Acceleration Framework has built partnerships within more than 50 countries to re-focus existing policies and programs into national action plans to hasten progress towards priority MDGs, and connect humanitarian efforts to
INDIVIDUAL RESEARCH PAPER 1 2 longer-term results. Governments, development partners, technical agencies, NGOs and the private sector are implementing many policies and programs. Hopefully these partnerships will be able to aid the UNDP in the continuation of this education mission even after the 2015 goal date that was set (United Nations, 2013).
What can we do? Malala has had a great impact bringing a vital issue to the attention of our society to set forth a call to action. This problem of inequality in the education for women and girls around the world is unjust and frankly has gone on for too long without effective solutions. Our current government and political leaders need outspoken citizens such as Malala and educated citizens such as ourselves to help create solutions for this problem. Based on the previous research the following changes may prove useful in gaining education equality: making schools affordable, building local schools with community and flexible hours, 3) making schools more girl-friendly, and focusing on the quality of education. If citizens are encouraged to stand up and have bravery and courage such as Malala has shown, then citizens would be engaged in the concerns about the wellbeing of all humanity, including that of women. The UNDP wishes to have all children in school by 2015- it is up to us to put pressure on our governments to assure that this does in fact happen and that all girls experience equality in the educational system. We can no longer neglect the education, wellbeing, and intellectual advancement of half the human race; it is time to utilize our efforts to ensure future generations of girls have equality in education.
INDIVIDUAL RESEARCH PAPER 1 3
Works Cited Aikman, S., & Unterhalter, E. (Eds.). (2005). Beyond access: transforming policy and practice for gender equality in education. Oxfam. Retrieved from: http://books.google.ca/books? hl=en&lr=&id=XC1jGwGLiVwC&oi=fnd&pg=PP9&dq=inequality+in+women %27s+and+girls+education+&ots=8PaEZrHubN&sig=uxmxobQxAVGrkkKTv4B xKmOBojY#v=onepage&q=inequality%20in%20women's%20and%20girls %20education&f=false Dammen McAuliffe, J. (2012). How Should We Respond to Malala?. Chronicle Of Higher Education, 59(10), A45-A46. Retrieved from:
INDIVIDUAL RESEARCH PAPER 1 4 http://web.a.ebscohost.com.proxy.hil.unb.ca/ehost/detail?sid=bf29428f-a73d478b-b2a4c6c3baedd293%40sessionmgr4001&vid=1&hid=4206&bdata=JnNpdGU9ZWhvc 3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=82947653 David, M. (2013). Universal Girls’ Education? The Malala Movement. Gender and Education Association Policy Report. Retrieved from: http://www.genderandeducation.com/?s=Malala&x=-1033&y=-38 Herz, B. K., & Sperling, G. B. (2004). What works in girls' education: Evidence and policies from the developing world. Council on Foreign Relations. Retrieved from:http://books.google.ca/books? hl=en&lr=&id=7a0W_bqvzA0C&oi=fnd&pg=PR5&dq=inequality+in+women %27s+and+girls+education+&ots=UcMSnOdQUc&sig=XfzC3PDYpRYdDZxp7 HXnuIRy860#v=onepage&q=inequality%20in%20women's%20and%20girls %20education&f=false Kabeer, N. (2005). Gender equality and women's empowerment: A critical analysis of the third millennium development goal 1. Gender & Development, 13(1), 13-24. Retrieved from: http://www.tandfonline.com/doi/pdf/10.1080/13552070512331332273 Tembon, M., & Fort, L. (Eds.). (2008). Girls' Education in the Twenty-first Century. World Bank Publications. Retrieved from: http://site.ebrary.com.proxy.hil.unb.ca/lib/unblib/docDetail.action? docID=10252460. The Malala Fund. Digital Design & Skillcrush. Retrieved from: http://malalafund.org/. UNICEF. (2006). The state of the world's children 2007: Women and children: The double dividend of gender equality (Vol. 7). UNICEF. Retrieved from: http://books.google.ca/books? hl=en&lr=&id=HiIZr4QFkOMC&oi=fnd&pg=PR6&dq=inequality+in+women %27s+and+girls+education+&ots=14Q0JcXNeh&sig=fBYjOCE0BlExkKh772Fh r42WAG4#v=onepage&q=inequality%20in%20women's%20and%20girls %20education&f=false United Nations Developmental Program (UNDP). (2013). The Millennium Development Goals Report 2013.Retrieved from: http://www.undp.org/content/dam/undp/library/MDG/english/mdg-report-2013english.pdf Yousafzai, M and Lamb, C. (2013). I Am Malala: The Girl who Stood Up for Education and was Shot by the Taliban. Hachette Book Group, Inc.
INDIVIDUAL RESEARCH PAPER 1 5
Appendix Adjusted net enrolment rate in primary education, 2000 and 2011 (Percentage). (source: The Millennium Development Goals Report 2013)
INDIVIDUAL RESEARCH PAPER 1 6
Individual Research Paper “Malala Yousafzai's impact in the fight for equality in the education of women and children” Kayla Chubbs Renaissance College: UNB
RCLP 1112 Integrative Forum Christy Clarke and Nathan Thompson March 26th, 2014
Abstract
INDIVIDUAL RESEARCH PAPER 2 This paper is an in depth analysis of Malala Yousafzai and her impact in the fight for equality in education for women and children. This topic falls under the Renaissance College Learning Outcome of Effective Citizenship due to it’s ability to increase public awareness and knowledge on a present issue in today’s world on a global scale. Malala and her story is first introduced to provide the context of this paper, following with various researched stances on gender inequality in education and the benefits of women’s and girl’s education. The main purpose of this paper is to provide an insight to the issue of education inequality for girls, discuss Malala’s impact on this issue, and finally to propose researched recommended modifications in girls’ education as a solution for a brighter future for girls around the world.
“One child, one teacher, one pen and one book can change the world. Education is the only solution. Education First.” –Malala Yousafzai, United Nations Speech 2013 When the Taliban took control of the Swat Valley, Pakistan, one girl spoke out, refused to be silent, and fought for the right to an education. In 2012, at fifteen years old that girl was shot in the head while riding the bus home from school and miraculously survived. Malala Yousafzai spoke the following words in a speech for the United Nations and has become a global symbol of the peaceful protest for equal education for all
INDIVIDUAL RESEARCH PAPER 3 (Yousafzai, 2014). Malala Yousafzai's impact in the fight for equality in education for women and children is an important issue today because many girls and children still do not have access to education. Today gender inequality with regards to education is still present not only in Pakistan but other regions of the third world. Introducing the story of Malala, along with Malala the movement, discussing the issue of inequality in education around the world, educating on the benefits of girls and women’s education, and then investigating the impacts Malala has had, will give an insight on what we can do to aid in the fight for equality in education. Who Is Malala? Malala Yousafzai is a teenage girl who attended school in the Swat District of Pakistan. She is known for her activism for equal rights to education for girls and women, where the Taliban in Swat Valley had at times banned girls from attending school. In a society that praises sons, Malala was lucky to have parents who encouraged and ed her in going to school. In early 2009, at the age of 11–12, Yousafzai wrote a blog for the BBC detailing her life under Taliban rule, their attempts to take control of the valley, and her views on promoting education for girls. On the morning of Tuesday, Oct. 9, 2012, Malala boarded her school bus and to her surprise, a couple of armed men asked, “Who is Malala?”. When she stood, they shot her and her two friends, one bullet hitting the left side of Malala's forehead. In the days immediately following the attack, she remained unconscious and in critical condition, but later her condition improved enough to be sent to England for intensive rehabilitation. The Taliban reiterated its intent to kill Malala and her father (Yousafzai, 2014). The assassination attempt sparked a national and
INDIVIDUAL RESEARCH PAPER 4 international outpouring of for Malala. In the 29 April 2013 issue of Time magazine, she was featured on the magazine's front cover and as one of "The 100 Most Influential People in the World". She was the winner of Pakistan's first National Youth Peace Prize and was nominated for the 2013 Nobel Peace Prize (Yousafzai, 2014). Malala’s remarkable story of courage and her book I am Malala have created a movement that is much more than just the story of one girl. She has shown how one person’s voice can inspire change or movement in the world. She wrote a book hoping that her message would reach people around the world, so they would be able to realize how difficult it is for some children to get access to education. She wanted to not only tell her own story, but the story of 61 million children in the world that can’t receive an education (David, 2013). She wanted to be part of a campaign to give every boy and girl the right to go to school, and she has with The Malala Fund (The Malala Fund). Malala is the campaign movement. International politicians have jumped on the bandwagon to try to transform this campaign into a wider political issue. Secretary of State for the US, John Kerry, argued that he would continue her fight for women, in an article entitled Malala’s vital lesson for US foreign policy published in London’s Evening Standard on international women’s day (David, 2013). To celebrate Malala Day (July 12th, Malala’s birthday), the global community came together to highlight the leading role that youth can play in enabling all children to get an education. In of the UN SecretaryGeneral’s Global Education First Initiative, international youth leaders convened at the United Nations and in cities around the world in of reaching the goal of having all children, especially girls, in school and learning by 2015, through the Millennium Developmental Goals (Herz & Sperling, 2004).
INDIVIDUAL RESEARCH PAPER 5 Inequality in Education In our world, education is characterized by gender inequalities displayed by the fact that two thirds of those without access to education are women and girls. Sixty-five million girls never even start school, and an estimated one million do not complete primary education because their opportunities are not equal to that of boys. More than 542 million women are illiterate due to lack of schooling and discrimination (Herz & Sperling, 2004). Girls face many barriers in the third world when it comes to trying to obtain an education. One issue is that the economic input into girls’ education does not reap social and economic returns for the family whereas boys do. Some cultural and social beliefs prefer boys in society rather than girls and these practices prevent girls from achieving equal education opportunities. Factors that are affecting girls from obtaining an education are: unaffordable cost and lack of facilities, they are burnened by household tasks, social and cultural practices that discriminate against women such as forced marriage, and unequal employment opportunities for women after they receive an education (Aikman & Unterhalter, 2005). When able to enter school systems, girls face many gender stereotypes and disadvantages, which inhibit their self-confidence and cause them to struggle in school. If girls do not do well in school, their families are less likely to be inclined to make this investment, and therefore girls’ education can be caught in a vicious cycle. The low value attached to girls’ education encourages early marriage, and too often marriage is seen as a higher priority than education. Parents also fear the physical and sexual abuse that their daughters may face in the school systems. Schools are not girl friendly and they may suffer from intimidation, bullying, sexual harassment and in some cases even rape. Poorer
INDIVIDUAL RESEARCH PAPER 6 families also find it harder to send all their children to school, girls usually leave school because they are “needed at home” or “need to earn money”. Girls are more pressured by their families to do household chores, even more so than boys. According to Beyond Access girls in Nepal do 50% more chores than boys. There are also not enough government schools and when schools are further away, the population of girls attending decreases even more. Also shown in Beyond Access was that in Egypt when schools are more than 1.5km away the enrollment of girls drops dramatically, similarly this is also seen in Pakistan when schools are more than 1km away (Aikman & Unterhalter, 2005). Even when there are schools available, girls may not go during menstruation because there are not adequate washrooms available (maybe add more reasons why they cant go to school and what they do when they stay home ie: they don’t have sanitation wipes, and tend to do family work). There also lacks a presence of female teachers and role models and show favoritism to male students in many cases.
Benefits in Equal Education for Women and Girls There is considerable evidence that access to education can cause changes in cognitive ability, which is essential for women’s capacity to question, reflect on, and act on the conditions of their lives and importantly to gain access to knowledge, information, and new ideas that will help them to do so. Education increases the likelihood that women will look after their own well being along with that of their family. There are also other effects associated with education that suggest a change in power relationships within and outside the household, including how educated women are less likely to suffer from domestic violence (Kabeer, 2005). Investing in girls’ education delivers high returns
INDIVIDUAL RESEARCH PAPER 7 in children and maternal health, smaller sustainable families, empowerment of women, democracy, income growth and productivity (Herz& Sperling, 2004). Through the education of girls we can see improvements in income growth, family life, and empowerment. Economic growth is seen when girls obtain an education because they are able to achieve higher wages and increase productivity, which in turn aid in the national economic growth (Herz& Sperling, 2004). The UNICEF report in 2007 on the status of the world’s children displayed that gender equality in the education of women has a direct correlation with the improvement of the lives and prosperity of their children as well. Ensuring that boys and girls receive the same education is the best defense against gender discrimination and advancing in children’s rights. Girl’s education has a positive effect on families and communities. Girls with a more formal education are less likely to marry early and have children early and are therefore better informed on the nutrient requirements of themselves and their children. Their children are then more likely to lead healthier lives and obtain educations as well (UNICEF, 2006). Increased education for women empowers them not only in their families but in society as well. Reduced domestic violence, reduced genital mutilation, the fostering of democracy and the political participation of women are examples of this (Herz& Sperling, 2004).
Recommended Changes in Education Where women’s role in society is defined purely in reproductive , education is seen in of equipping girls to be better wives and mothers, or increasing their chances of getting a suitable husband. These are legitimate aspirations, given the realities of the society. However, they do little to equip girls and women to question the world
INDIVIDUAL RESEARCH PAPER 8 around them, and the subordinate status assigned to them (Kabeer, 2005). Policy changes that prove to be effective in increasing girls education according to What works in girls' education: Evidence and policies from the developing world are: 1) Making schools affordable, 2) Building local schools with community and flexible hours, 3) Making schools more girl-friendly, and 4) Focusing on the quality of education (Herz& Sperling, 2004). If schools and expenses do not burden parents they are more likely to send their girls to school, this can come from reducing school expenses directly or indirectly and also providing financial aid to families who wish to send their girls to school but cannot afford to. The schools must be close to communities and community involvement in order to increase girls’ attendance. In order to make schools more “girl friendly” there must be private washrooms for girls, encouragement for girls to achieve, abolishment of gender stereotypes, and female teachers present. Lastly the quality of education is important: there must be enough teachers and these teachers must have proper qualifications. The education provided must equip children with knowledge that is useful for their life and the future career choices available and supplies such as books must be provided. In order to achieve this there must be political will and leadership in the country, developed strategies, and good use of resources (Herz& Sperling, 2004). Education and gender equality are intertwined: not only is education a critical path to gender equality but gender equality and women’s empowerment is a critical pathway for girls’ education (Tembon& Fort, 2008). Lastly another important aspect in the education of women in Muslim cultures is that working alongside religious schools can play a useful role in broader developments
INDIVIDUAL RESEARCH PAPER 9 in Muslim society. In Girls’ Education in the 21st century 2008, by Trembon and Fort discus a study in Bangladesh that showed that modernizing madrassas and bridging the gap between religious and secular schools improved to be effective in the enrollment of female students. This was implemented by providing public grants to teacher salaries and offering incentives. All boy madrassas have effectively been converted to coeducation in this case. These madrassa also have embraced female teachers who are mostly graduates from secular schools. These madrassas today are playing a large role in closing the gender gap in primary and secondary school enrollment. This case in Bangladesh is a great example for other Muslim countries and populations to for how to deal with gender inequality. However, in order for this powerful policy to take place there must be assessments over all school spectrums whether it is private, religious or secular on the capabilities of their students with regards to numeracy and literacy (Tembon& Fort, 2008).
Malala’s Impact Malala has inspired the world to aid in the inequality in education especially that that is gender based. She is a role model and voice to young women who like her want an education. Malala is initiating a global response including the article “How should we respond to Malala?” that was written by the president of Bryn Mawr College -an all girls college. She discusses the role that educators can play in increasing the knowledge on education inequality. In higher education, as incubators of ideas and educators of students she suggests that we do the following: Educate young women to become key decision
INDIVIDUAL RESEARCH PAPER 1 0 makers, institutions that open their doors to women of third world nations, elementary schools and secondary schools in educating girls shaping them into leaders, and discuss issues of gender inequality and women’s advancement in the curriculum. She also suggests creating classrooms, in which faculty and students from different nations are able to develop a broad, cross-national perspective on these issues, rethinking assumptions through dialogue. She proposes the creation of internships and other forms of experiential learning that enable students to deepen their expertise and understanding issues faced by women in different cultures. Also to offer workshops and institutes for emerging women leaders around the world, this would enable the building of networks of like-minded institutions and organizations around the world, with which we can form partnerships for research and projects connected to women's advancement. Finally if we are able to speak strongly of women's advancement the issue will remain in the public consciousness. And by bring together all of these suggestions with thinkers and policy makers it would enable solutions to be created and implemented to aid in the problem of inequality in education (Dammen, 2012). Role of the United Nations Malala’s story and the uproar she has established in the issue of achieving education equality is reinforcing the United Nations’ call to have all children in school by 2015. This goal is one of eight Millennium Development Goals that were made by the United Nations Developmental Program (UNDP) in 1990; the goal is to achieve universal primary education. However among this list of goals is to: promote gender equality and empower women, reduce child mortality, improve maternal health, and combat HIV/AIDS, malaria, and other diseases. As displayed in benefits to equality in education
INDIVIDUAL RESEARCH PAPER 1 1 previously, all of these goals can become attainable if education equality is obtained universally first. Therefore one could say that the educational goal is detrimental to achieving the others and therefore of highest importance. However according to the United Nations Development Program there are still too many children denied their right to primary education, and if current trends continue the world will not meet the goal of universal primary education by 2015 (see Appendix for a chart detailing net enrolment rates in primary education, 2000 and 2011). In 2011, 57 million children of primary school age were out of school, down from 102 million in 2000. More than half of these out-of school children live in sub-Saharan Africa. Globally, 123 million youth aged 15 to 24 lack basic reading and writing skills; 61 per cent of which are young women (United Nations, 2013). Although the universal primary education goal will not be met by 2015, access to education has improved worldwide. However it is still concerning that an estimated 250 million children of primary school age lack basic reading, writing and numeracy skills, whether in school or not. To address the crisis of successful learning, a Learning Metrics Task Force, representing education stakeholders globally, is developing recommendations on learning standards, metrics and implementation practices to help countries and international organizations measure and improve learning outcomes for children and youth. The program which will be led by the United Nations Educational, Scientific, and Cultural Organization, along with the Brookings Institution (United Nations, 2013). The Millennium Developmental Goals Acceleration Framework has built partnerships within more than 50 countries to re-focus existing policies and programs into national action plans to hasten progress towards priority MDGs, and connect humanitarian efforts to
INDIVIDUAL RESEARCH PAPER 1 2 longer-term results. Governments, development partners, technical agencies, NGOs and the private sector are implementing many policies and programs. Hopefully these partnerships will be able to aid the UNDP in the continuation of this education mission even after the 2015 goal date that was set (United Nations, 2013).
What can we do? Malala has had a great impact bringing a vital issue to the attention of our society to set forth a call to action. This problem of inequality in the education for women and girls around the world is unjust and frankly has gone on for too long without effective solutions. Our current government and political leaders need outspoken citizens such as Malala and educated citizens such as ourselves to help create solutions for this problem. Based on the previous research the following changes may prove useful in gaining education equality: making schools affordable, building local schools with community and flexible hours, 3) making schools more girl-friendly, and focusing on the quality of education. If citizens are encouraged to stand up and have bravery and courage such as Malala has shown, then citizens would be engaged in the concerns about the wellbeing of all humanity, including that of women. The UNDP wishes to have all children in school by 2015- it is up to us to put pressure on our governments to assure that this does in fact happen and that all girls experience equality in the educational system. We can no longer neglect the education, wellbeing, and intellectual advancement of half the human race; it is time to utilize our efforts to ensure future generations of girls have equality in education.
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Works Cited Aikman, S., & Unterhalter, E. (Eds.). (2005). Beyond access: transforming policy and practice for gender equality in education. Oxfam. Retrieved from: http://books.google.ca/books? hl=en&lr=&id=XC1jGwGLiVwC&oi=fnd&pg=PP9&dq=inequality+in+women %27s+and+girls+education+&ots=8PaEZrHubN&sig=uxmxobQxAVGrkkKTv4B xKmOBojY#v=onepage&q=inequality%20in%20women's%20and%20girls %20education&f=false Dammen McAuliffe, J. (2012). How Should We Respond to Malala?. Chronicle Of Higher Education, 59(10), A45-A46. Retrieved from:
INDIVIDUAL RESEARCH PAPER 1 4 http://web.a.ebscohost.com.proxy.hil.unb.ca/ehost/detail?sid=bf29428f-a73d478b-b2a4c6c3baedd293%40sessionmgr4001&vid=1&hid=4206&bdata=JnNpdGU9ZWhvc 3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=82947653 David, M. (2013). Universal Girls’ Education? The Malala Movement. Gender and Education Association Policy Report. Retrieved from: http://www.genderandeducation.com/?s=Malala&x=-1033&y=-38 Herz, B. K., & Sperling, G. B. (2004). What works in girls' education: Evidence and policies from the developing world. Council on Foreign Relations. Retrieved from:http://books.google.ca/books? hl=en&lr=&id=7a0W_bqvzA0C&oi=fnd&pg=PR5&dq=inequality+in+women %27s+and+girls+education+&ots=UcMSnOdQUc&sig=XfzC3PDYpRYdDZxp7 HXnuIRy860#v=onepage&q=inequality%20in%20women's%20and%20girls %20education&f=false Kabeer, N. (2005). Gender equality and women's empowerment: A critical analysis of the third millennium development goal 1. Gender & Development, 13(1), 13-24. Retrieved from: http://www.tandfonline.com/doi/pdf/10.1080/13552070512331332273 Tembon, M., & Fort, L. (Eds.). (2008). Girls' Education in the Twenty-first Century. World Bank Publications. Retrieved from: http://site.ebrary.com.proxy.hil.unb.ca/lib/unblib/docDetail.action? docID=10252460. The Malala Fund. Digital Design & Skillcrush. Retrieved from: http://malalafund.org/. UNICEF. (2006). The state of the world's children 2007: Women and children: The double dividend of gender equality (Vol. 7). UNICEF. Retrieved from: http://books.google.ca/books? hl=en&lr=&id=HiIZr4QFkOMC&oi=fnd&pg=PR6&dq=inequality+in+women %27s+and+girls+education+&ots=14Q0JcXNeh&sig=fBYjOCE0BlExkKh772Fh r42WAG4#v=onepage&q=inequality%20in%20women's%20and%20girls %20education&f=false United Nations Developmental Program (UNDP). (2013). The Millennium Development Goals Report 2013.Retrieved from: http://www.undp.org/content/dam/undp/library/MDG/english/mdg-report-2013english.pdf Yousafzai, M and Lamb, C. (2013). I Am Malala: The Girl who Stood Up for Education and was Shot by the Taliban. Hachette Book Group, Inc.
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Appendix Adjusted net enrolment rate in primary education, 2000 and 2011 (Percentage). (source: The Millennium Development Goals Report 2013)
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